1st Resource Link

All right, so I forgot to do the resource. We can't all be perfect.

Here is the link I wanted to post. This is a link to the Internet Public Library. Specifically, this site covers various methods and strategies for revision, including some helpful guidelines for peer-editing.

http://www.ipl.org/div/aplus/linksrevising.htm

Writing Workshops

After reading Williams' chapter on classroom workshops, I felt compelled to write an entry on this strategy. First, I believe workshops are one of the greatest ways to help students improve their writing. Not only do they allow students to receive valuable feedback but provide students the opportunity to assess what works within a draft. Also, as Williams puts it, "Writing is a social action" (140). Persuading students to begin to discuss their own writing is a great way to make writing more a matter of habit rather than chore. That said, there are several problems I have seen with the implementation of writing workshops in the classroom.
First, while balancing the levels of student ability per group is a great idea, ensuring that each group actually provides insightful, and at times correct, feedback is difficult at best. Even working with college students in workshops of these sorts, I have found that many students will either provide pointless feedback (e.g. "It's good") or incorrect suggestions, usually gramatically corrections. Even with revision guides such as the one Williams offers, students will sometimes prefer to simple answer the quetions and finish the task as opposed to actually offer constructive criticism. I have seen this situation on more than one occasion in more than one setting.
Second, the other problem is that although the social benefits of these groups are important (especially to Williams, apparently), social interaction can only do so much. Just being a part of a group and discussing one's writing does not necessarily improve writing.
The most important element of these groups is providing a beneficial example of a writing workshop. Perhaps the teacher should take time to train several students in the art of facilitating these groups and place on in each workshop team. Or perhaps have a fake group set up in a fishbowl like discussion where the other students can observe how these groups should work. Too often I have looked over papers or participated in these groups that simply lack constructive feedback. Providing the right model is paramount when using this potentially beneficial strategy.